Interactive powerpoint learning media for reading in junior high school.

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i ABSTRACT

Gregoria Mayang Dwiandhesti. 2015. Interactive PowerPoint Learning Media for Reading in Junior High School. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Reading is one of the language skills that influence the progress and development in all academic areas. In Indonesia, the demand of reading comprehension skill is increasing since the National Exam was implemented, especially in High Schools. Reading skill takes a bigger part in National Exam than other skills. According to Minister of National Education (MONE) in 2013 the result National Examination for Junior High School shows that 44.45% of the students were failed in the exam. Based on this case, the researcher intended to conduct a study to overcome the problem, entitled Interactive PowerPoint learning media for reading in Junior high School. There were two research questions formulated in this study: (1) What does the effective Interactive PowerPoint learning model for reading in Junior High School look like?; (2) What CALL pedagogical aspects are dominant in Interactive PowerPoint learning model for reading in Junior High School?

This study employed the R & D cycle by Borgh & Gall (1983) combined with ASSURE model by Heinich et. al. (1982). The instruments to collect the data were questionnaire and interview. The participants were 32 students of SMP Pangudi Luhur 1 Yogyakarta grade 7. The data was analyzed qualitatively using

Best’s (1980) technique.

The result for the first research question was that there were three main parts provided in the Interactive PowerPoint including Presentation Section, Check Your Understanding Section, and Exercise Section. The Interactive PowerPoint Application for Language Learning (IPA-LL) by Dwijatmoko (2015) was applied in the Exercise Section. The IPA-LL contained of PowerPoint components such as feedback, score, navigation button, submit and confirmation button to support interactivity, and etc., those were the features that made the learning model effective for learning reading. To answer the second research question, the questionnaire was used. From the result analysis, it is found that the model developed exhibits all the eight pedagogical aspects proposed by Egbert & Hanson-Smith (1999) strongly. The eight pedagogical aspects were: (a) learners have opportunities to interact and negotiate meaning (4.33); (b) learners interact in the target language with an authentic audience (4.25); (c) learners are involved in authentic tasks (3.95); (d) learners are exposed to and encouraged to produce varied and creative language (4.15); (e) learners have enough time and feedback (4.34); (f) learners are guided to attend mindfully to the learning process (4.13); (g) learners work in an atmosphere with an ideal stress/anxiety level (3.93); (h) learner autonomy is supported (4.13). All the mean scores of the pedagogical aspects were considered as very good. It means that the designed learning model was acceptable for the students.

Keywords: Reading comprehension skills, Interactive PowerPoint Application, Junior High School.

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ii ABSTRAK

Gregoria Mayang Dwiandhesti. 2015. Interactive PowerPoint Learning Media for Reading in Junior High School. Yogyakarta: Program Pasca Sarjana Universitas Sanata Dharma.

Membaca merupakan salah satu kemampuan bahasa yang mempengaruhi perkembangan dan kemajuan dalam semua area akademik. Di Indonesia, tuntutan membaca komprehensif meningkat seturut diberlakukannya Ujian Nasional, terutama di tingkat sekolah menengah. Kemampuan membaca (Reading skill) mengambil porsi yang lebih besar daripada kemampuan-kemampuan bahasa lainya. Menurut Kementrian pendidikan, tahun 2013 Hasil Ujian Nasional tingkat Sekolah Menengah Pertama adalah sebanyak 44,5 % tidak lulus. Berangkat dari kasus tersebut, peneliti bermaksud mengadakan studi yang diharapkan mampu menyelesaikan masalah tersebut. Studi tersebut bejudul Interactive PowerPoint Learning Media for Reading in Junior High School. Terdapat dua rumusan masalah yang diangkat dalam studi ini: (1) Bagaimana desain dari model pembelajaran Interactive PowerPoint yang efektif? dan (2)Apek pedagogik mana saja yang muncul secara dominan dalam model pembelajaran Interactive PowerPoint?

Studi ini menerapkan metode R & D dari Borg & Gall (1983) yang dikombinasikan dengan ASSURE model dari Heinich dkk. (1982). Untuk mengumpulkan data, peneliti menggunakan kuesioner dan wawancara. Subjek penelitian dalam studi ini adalah siswa-siswi kelas 7 SMP Pangudi Luhur 1 Yogyakarta, dengan jumlah 32 orang. Data yang telah diambil diolah secara kualitatif.

Hasil penelitian untuk rumusan masalah pertama menunjukan bahwa ada tiga bagian dalam desain model pembelajaran tersebut, yakni Presentation Section, Check Your Understanding Section, and Exercise Section. Aplikasi yang digunakan dalam Exerice Section yaitu Interactive PowerPoint Application for Language Learning (IPA-LL) yang diciptakan oleh Dwijadmoko (2015). IPA-LL yang dapat diterima oleh siswa Sekolah Menengah Pertama terdiri dari beberapa komponen seperti umpan balik (feedback), system nilai, tombol navigasi, tombol konfirmasi, dll. yang dapat mendukung interaktivitas. Fitur-fitur tersebut menjadikan media pembelajaran ini menjadi efektif sebagai sarana belajar

‘reading skill’. Untuk menjawab pertanyaan yang kedua, peneliti menyebarkan kuesioner yang berisi tentang delapan aspek pedagogi milik Egbert dkk. (1999). Berdasarkan hasil kuesioner, delapan aspek pedagogi tersebut dapat ditemukan dalam desain model pemeblajaran. Delapan aspek pedagogi tersebut adalah: (a) siswa mampu berinteraksi dan merundingkan makna (4.33); (b) siswa berinteraksi dengan audiens otentik menggunakan bahasa Inggris (4.25; (c) siswa dilibatkan dalam tugas-tugas otentik (3.95); (d) siswa didorong untuk membuat bahasa yang variatif dan kreatif (4.15); (e) siswa memiliki cukup waktu dan umpan balik (4.34); (f) siswa dibimbing secara sadar untuk mengikuti proses belajar (4.13), (g) siswa belajar dalam situasi yang ideal (3.93); (h) kemandirian siswa terdukung (4.13). Seluruh nilai rata-rata dari Aspek-aspek pedagogi tersebut dinyatakan

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sangat baik. Hal ini berarti media pembelajaran yang dikembangkan bias diterima oleh para siswa.

Kata Kunci: Kemampuan membaca komprehensi, aplikasi PowerPoint interaktif, Sekolah Menengah Pertama

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INTERACTIVE POWERPOINT LEARNING MEDIA FOR READING IN JUNIOR HIGH SCHOOL

A THESIS

Gregoria Mayang Dwiandhesti 126332005

Graduate Program of English Language Studies Sanata Dharma University

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INTERACTIVE POWERPOINT LEARNING MEDIA FOR READING IN JUNIOR HIGH SCHOOL

by:

Gregoria Mayang Dwiandhesti Student Number: 126332005

Approved by:

Dr. B.B. Dwijatmoko, M.A __________________

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iii A THESIS

INTERACTIVE POWERPOINT LEARNING MEDIA FOR READING IN JUNIOR HIGH SCHOOL

Presented by

Gregoria Mayang Dwiandhesti 126332005

Defended before the Thesis Committee and Declared Acceptable

THESIS COMMITTEE

Chairperson : F.X. Mukarto, Ph. D. ………..

Secretary : Dr. B.B. Dwijatmoko, M.A. ………..

Members : Dr. J. Bismoko ………..

Jaslin Ikhsan, Ph. D. .……….

Yogyakarta, February 27, 2015 The Graduate School Director

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STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phrases, and sentences of the thesis writer. The thesis writer understands the full consequences including degree cancelation if she took

somebody else’sidea, phrases, and sentences without a proper reference.

Yogyakarta, 2015 The writer,

Gregoria Mayang Dwiandhesti 126332005

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:

Nama : Gregoria Mayang Dwiandhesti

Nomor Mahasiswa : 126332005

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

INTERACTIVE POWERPOINT LEARNING MEDIA FOR READING IN JUNIOR HIGH SCHOOL

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk data, mendistribusikan secara terbatas, dam mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa meminta ijin dari saya maupun memberi royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal:

Yang menyatakan,

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“It is the supreme art of the teacher to awaken

joy in creative expression and knowledge.”

-Albert

Einstein-I dedicate this thesis to Jesus Christ, to all teachers and academicians, to my beloved parents and family, and to all my best friends.

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vii

AKNOWLEDGEMENTS

It is a delightful opportunity for me to say my deepest gratefulness to all who have contributed and facilitated me in accomplishing my thesis. First, my gratefulness is addressed to Jesus Christ who has always blessed me and listened to my prayers so that this study is accomplished.

I would like especially to give thanks to my thesis advisor, Dr. B.B. Dwijatmoko, M.A., who has guided me and encouraged me to finish my thesis. Also I wish to express my gratitude to all lecturers in English Language Studies: F. X. Mukarto, Ph. D., Dr. J. Bismoko, and Jaslin Ikhsan, Ph. D. for their suggestions for my thesis.

To Mega Wulandari, S. Pd, M. Hum., Monica Ella Harendita, M. Ed., and especially to A. Ismargyaning Utami, S. Pd. who were willing to evaluate my designed learning model. To Br. Yosep Anton Utmiyadi, FIC, S.S., the headmaster of SMP Pangudi Luhur 1 Yogyakarta for permitting me to conduct my research in the school.

I would like also say thanks to my beloved parents, Bu Sumi and Pak Sukar, who have supported me patiently. To my sister Silih and my brother Pascal, especially to my dearest one Petrus Seno Wibowo who has been a shoulder to cry on.

I am truly grateful to my best friends, Dinar Ratnasari, Indes, and Lesly who have spent time to think, laugh and cry together during the process of finishing my thesis. To Hari, Elis, Wendy, Asep, Mey, and Tyas who have accompanied me to finish my thesis. Thanks to Lely, Dessy, and Pak Mul for their

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countless service and help during my study. To all my classmates class 2012 KBI who have been fighting together. May all always be happy.

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TABLE OF CONTENTS

TITLE PAGE ...i

APPROVAL PAGE ...ii

DEFFENSE APPROVAL PAGE ...iii

STETEMENT OF ORIGINALITY ...iv

LEMBAR PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS v PAGE OF DEDICATION...vi

AKNOWLEDGEMENTS...vii

TABLE OF CONTENTS...ix

LIST OF TABLES ...xi

LIST OF FIGURES ...xii

LIST OF APPENDICES ...xiii

ABSTRACT...xiv

ABSTRAK ...xv

CHAPTER 1. INTRODUCTION ...1

A. Background ...1

B. Problem Limitation ...4

C. Research Questions ...5

D. Research Objectives ...5

E. Research Benefits...6

CHAPTER 2. LITERATURE REVIEW ...7

A. Theoretical Review ...7

1. Reading Skill...7

a. The nature of Reading...7

b. Reading Comprehension Skills...10

c. Reading Strategies ...13

d. Teaching Reading ...15

2. Junior High School ...17

a. Characteristics of Junior High School Students ...18

b. Curriculum in Junior High School...18

c. Reading in Junior High School ...19

3. Theory of Perception...19

4. Interactive PowerPoint...21

a. Computer Assisted Language Learning (CALL) Theories...21

b. Components of Interactive PowerPoint ...25

c. Interactive PowerPoint Application (IPA)...28

5. Instructional Design Model...41

6. Review of Related Studies ...48

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CHAPTER 3. METHODOLOGY ...52

A. Research Method ...52

1. Research and Information Collecting ...53

2. Planning ...54

3. Develop Preliminary Form of Product...54

4. Preliminary Field Testing ...55

5. Main Product Revision ...56

6. Main Field Testing...56

7. Final Product Revision...57

B. Research Participants ...59

1. Participants for Need Analysis...59

2. Participants for Preliminary Field Testing ...59

3. Participants for Main Field Testing ...60

C. Research Instruments ...61

1. Questionnaire ...61

2. Interview ...67

D. Data Gathering Techniques...69

E. Data Analysis Techniques...71

1. Need Analysis ...72

2. Evaluation ...73

3. Participants’ Opinion and Suggestion...75

F. Research Procedure...75

CHAPTER 4. RESULTS AND DISCUSSIONS...78

A. Process of Designing the Interactive PowerPoint Learning Model for Reading Comprehension ...78

1. Research and Information Collecting ...78

2. Planning ...95

3. Developing the Product...98

4. Product Validation ...100

5. Product Revision...107

6. Main Field Testing and Product Revision ...109

B. Presentation of Designed Learning Model...118

1. Presentation Section...119

2. Check Your Understanding Section...122

3. Exercise Section...127

C. Pedagogical Aspects of Designed Learning Model ...139

1. Interact and Negotiate Meaning...141

2. Authentic Audience ...142

3. Authentic Task ...143

4. Produce Varied and Creative Language ...144

5. Feedback ...145

6. Mindfully Learning Process...146

7. Ideal Atmosphere ...147

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CHAPTER 5. CONCLUSIONS AND SUGGESTIONS ...150

A. Conclusions...150

B. Suggestions ...154

1. Suggestions for English teachers ...154

2. Suggestions for the Students as the Users of IPA...155

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xii

LIST OF TABLES

Table 3.1 The Blueprint of Need Analysis Questionnaire ...62

Table 3.2 The Blueprint of Expert Validation Questionnaire ...62

Table 3.3 The Blueprint of User Evaluation Questionnaire...64

Table 3.4 Data Collection Description...68

Table 3.5 The Rules of Answer Weight Standard...72

Table 3.6 The Criteria of the Score ...73

Table 3.7 The Result of Need Analysis Questionnaire Template ...73

Table 3.8 The Description of Expert Validation Data Collection Template...74

Table 3.10 The Interpretation of the Degree of Agreement (Best, 1980) ...74

Table 4.1 The Schedule of distributing Need Analysis Questionnaire ...83

Table 4.2 The Need of English and English in the Classroom ...84

Table 4.3 The Need of English Skill...87

Table 4.4 Students and Technology ...88

Table 4.5 The Description of Core Competence, Basic Competence, Topic, Unit Name, and Indicators of Each Unit ...95

Table 4.6 The Framework of Material Design...98

Table 4.7 The Description of Participants in the Evaluation of Design Learning Model...100

Table 4.8 The Agreement of Converted Scores in Expert Validation Questionnaire 101 Table 4.9 The Interpretation of Converted Score of the Questionnaire ...102

Table 4.10 The Result ofExperts’ Opinion on the Designed Learning Model...103

Table 4.11The Result of User’s Opinion on the Designed Learning Model...110

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xiii

LIST OF FIGURES

Figure 2.1 Home slide of Interactive PowerPoint Application ...29

Figure 2.2 Instruction slide of Interactive PowerPoint Application ...29

Figure 2.3 Certificate slide of Interactive PowerPoint Application ...30

Figure 2.4 Reading Text Slide in the IPA-MC ...31

Figure 2.5 Question Slide of IPA-MC ...32

Figure 2.6 Question Slide of IPA-TF...34

Figure 2.7 Answer Key Slide of IPA-TF ...35

Figure 2.8 Answer Key Slide of IPA-CT...36

Figure 2.9 Question Slide of IPA-CT ...37

Figure 2.10 Answer Key Slide of IPA-SS ...38

Figure 2.11 Question Slide of IPA-SS ...39

Figure 2.12 Answer Key of IPA-M ...40

Figure 2.13 Questions Slide of IPA-M ...41

Figure 2.14 The ASSURE Model, Diagram by: Luca Botturi ...47

Figure 3.1 ASSURE model matched up with R & D diagram...58

Figure 4.1 Presentation Section Home...119

Figure 4.2 Picture Discussions for Pre-activity ...120

Figure 4.3 Material Overview Slide...120

Figure 4.4 Material dealing with the Topic 1...121

Figure 4.5 Reading Strategies 1 ...122

Figure 4.6 Check Your Understanding Home...123

Figure 4.7 Instruction Slide...123

Figure 4.8 Reading Text Unit 1 ...124

Figure 4.9 Interactive PowerPoint Application for True False (IPA-TF)...124

Figure 4.10 Reading Text Unit 2 ...125

Figure 4.11 Multiple Choices Exercises ...126

Figure 4.12 Correct-feedback Slide ...126

Figure 4.13 Incorrect-feedback Slide...127

Figure 4.14 Home Slide ...128

Figure 4.15 Instructions Slide of IPA-TF ...129

Figure 4.16 Reading Text Unit 1 in Exercise Section...129

Figure 4.17 Question Slide of IPA-TF...130

Figure 4.18 Certificate Slide ...131

Figure 4.19 Home slide ...132

Figure 4.20 Instructions Slide of IPA-MC ...133

Figure 4.21 Reading Text...134

Figure 4.22 The Annotation Slide...134

Figure 4.23 Interactive PowerPoint Application for Multiple Choices (IPA-MC) ...135

Figure 4.24 Certificate Exercises ...136

Figure 4.25 Instructions Slide of IPA-MT ...137

Figure 4.26 Interactive PowerPoint Application for Mytext (IPA-MT) ...138

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xiv

LIST OF APPENDICES

Appendix 1 Lesson Plan ...161

Appendix 2 Construct Mapping of Need Analysis ...171

Appendix 3 Need Analysis Questionnaire ...172

Appendix 4 Result of Need Analysis ...175

Appendix 5 Construct Mapping of Need Analysis Interview ...177

Appendix 6 Result of Need Analysis Interview...178

Appendix 7 Construct Mapping of Expert Validation ...182

Appendix 8 Expert Validation Questionnaire ...185

Appendix 9 Result of Expert Validation Questionnaire ...188

Appendix 10 Construct Mapping of User Questionnaire...191

Appendix 11 User Questionnaire ...195

Appendix 12 Construct Mapping of User Interview...198

Appendix 13 Result of User Interview ...200

Appendix 14 Observation ...203

Appendix 15 The Calculation of Expert Validation Questionnaire (Converted Score) ...206

Appendix 16 The Calculation of User Questionnaire (Converted Score)...207

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xv ABSTRACT

Gregoria Mayang Dwiandhesti. 2015. Interactive PowerPoint Learning Media for Reading in Junior High School. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University.

Best’s (1980) technique.

Keywords: Reading comprehension skills, Interactive PowerPoint Application, Junior High School.

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xvi ABSTRAK

Gregoria Mayang Dwiandhesti. 2015. Interactive PowerPoint Learning Media for Reading in Junior High School. Yogyakarta: Program Pasca Sarjana Universitas Sanata Dharma.

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xvii

sangat baik. Hal ini berarti media pembelajaran yang dikembangkan bias diterima oleh para siswa.

Kata Kunci: Kemampuan membaca komprehensi, aplikasi PowerPoint interaktif, Sekolah Menengah Pertama

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CHAPTER 1 INTRODUCTION

This chapter presents the description of research background. The introductory chapter consists of six main sections, specifically background, problem identification, problem limitation, research questions, research goals, research benefits.

A. Background

Reading has become an important skill for EFL students. The better reading skill is, the greater progress and development in all academic areas the EFL readers will make (Thu Nga 2007). Through reading, students can gain knowledge and new vocabularies from the reading text. However, Klingner et. al. (2007) argues that “knowing how to read words has ultimately little value if the

student is unable to construct meaning from text”. They believed that the ultimate

goals of learning to read are meaning, learning, and goal. Although there are other fundamental skills such as phonic and fluency to build reading skill, reading comprehension is the most important element to master.

Many researchers define reading comprehension into one concept. It includes word, meaning and knowledge. Klingner et. al. (2007) concluded, from

many researchers, the meaning of reading comprehension as “the process of

constructing meaning by coordinating a number of complex processes that include

word reading, word and world knowledge, and fluency”. To gain knowledge from

a reading text, it is important to understand the meaning of certain words included in reading text. According to Nuttall as cited in Cahyono and Widiati (2008), the

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learning of vocabulary supports students’ reading comprehension in classroom

activities. Therefore, vocabulary becomes one of the important elements in reading comprehension. However, for foreign language students, it also becomes the barriers in reading comprehension skill because their linguistic knowledge of English is limited (Carell and Grabe, 2002).

Generally, secondary students in Indonesia supposed to recognize around 2000 most frequent words and 800 most academic words. NurWeni (1999) found out that most of them only know less than half of the target numbers. Ivone (2005) assumes that this might be something wrong with the formal classroom vocabulary instruction. The fact is that more teachers do not pay much attention to vocabulary teaching in classroom activities since that they think vocabulary can be learnt incidentally. As a result, students find difficulties in reading comprehension since their lack of vocabulary mastery.

In Indonesia, the demand of reading comprehension skill is increasing since there was implemented National Exam especially in High Schools. Reading skill takes a bigger part in National Exam than other skills. According to Minister of National Education (MONE) in 2013 the result National Examination for Junior High School shows that 44.45% were failed. In English subject, there consists of three categories of question including easy, fair, and hard. Out of ten hard questions there are only 57.06% students who reached correct answer. This

indicates that students’ reading skill still needsdevelopment. MONE assumes that there are some reasons contributing the low quality of the secondary school

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graduates in Indonesia. The most influential reason is an ineffective learning process, with a heavy focus on theory and rote learning.

There is no best approach for teaching skill although many researchers are competing to find the effective teaching approach. In 21stcentury, teachers tend to implement technological approach in which they integrate technology in the classroom (Clifford, Frisen, & Lock 2004). It is aimed to create meaningful learning environment which support a learner-centered approach. This idea is in accordance with one of the conditions for optimal language learning environment proposed by Egbert et. al. as edited in Egbert & Hanson-Smith (1999: 6) which states that the operation of technology in the classroom initiates learner autonomy. In learner-centered classroom, Egbert et.al believes that learners are allowed to develop solutions to their learning process autonomously. The goals of integrating technology in classroom are to(1) influence student academic performance, (2) develop higher order thinking and problem solving, (3) improve students motivation, attitude, and interest in learning, (4) help prepare students for the workplace, and (5) address the needs of low-performing and at-risk students and those with learning handicaps Roblyer & Doering (2010: 15). In conclusion, the reason of integrating technology in this study is to encourage learner-center approach resulting learner autonomy to reach qualified learning outcomes promoted by Roblyer & Doering except learning outcome number 4.Since the participants of this study are Junior High School students in which they are not ready enough to involve in the workplace, the learning outcome number 4 is not relevant to this study.

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This study implemented the integration of technology in language learning especially reading comprehension learning. The common term of integrating technology in language teaching and learning is also known as Computer-Assisted Language Learning (CALL). Levy (1997) describes in CALL students can search for and study of any information that supports language learning through computer as the media.

This study is intended to overcome the problem trough designing learning media for reading comprehension learning with technology using Interactive PowerPoint. The implementation of Interactive PowerPoint in language learning

environment supports students’ learning autonomy. It is called Interactive since it enables the students to interact with the technology themselves. This learning media is intended for the students to explore their ability of thinking, decision-making, and problem solving in language learning process. In addition, it is expected that Interactive PowerPoint Application can improve students’

motivation, attitude, and interest in learning thus their academic performance is improved.

B. Problem Limitation

The focus of this study is on English material design, specifically the reading comprehension skill learning for students of SMP Pangudi Luhur Yogyakarta grade seven. The researcher considered reading comprehension skill since reading skill takes an important role in language learning especially in building knowledge.

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The limitation of this study is the use of PowerPoint presentation as the exposures to reading comprehension skill and reading exercise presented in Interactive PowerPoint. In the exercise, it is provided direct feedback which shows the correct and incorrect answers. Therefore, when doing the exercises, students quickly know which one is correct and incorrect. The learning model implemented in exercise section was designed by Dwijatmoko (2015).The researcher limited the designed learning model in the content material. Some PowerPoint templates that were designed by Dwijatmoko (2015) were developed by the researcher and the content materials were adjusted so that they coped the reading material for junior high school level grade seven.

C. Research Questions

The following are the research questions that are addressed in this study:

1. What does the effective Interactive PowerPoint Application learning model for reading in Junior High School look like?

2. What CALL pedagogical aspects are dominant in the Interactive PowerPoint Application learning model?

D. Research Goals

The goal of this research is mainly to present the reading comprehension learning design utilizing technology, namely Interactive PowerPoint Application. Interactivity is highlighted in the learning media to engage the interaction between students and the learning media.

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In addition, this study also intends to describe the experts’ and students’

opinion on the use of Interactive PowerPoint Application as the learning media to learn reading comprehension skill. The opinion measures whether the designed learning model contains of eight pedagogical aspects by Egbert & Hanson-smith or not. It is expected that this design would provide positive contribution to reading comprehension learning in Junior High School.

E. Research Benefits

Theoretically, this research gives information dealing with teaching English with technology. This research constructs design for reading comprehension learning. This design would be an educational tool for developing English education in Indonesia.

Practically, this research provides effective material for students reading comprehension through Interactive PowerPoint. In addition, the learning media is promoting learner autonomy which helps students to reach their learning goal individually. As a result, the implementation of educational technology in the classroom is developed in a better way.

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CHAPTER 2 LITERATURE REVIEW

This chapter describes the theories that provide foundations for the study. It contains of three sections; theoretical review, theoretical framework, and hypothesis. The first section discusses reading skill, CALL, and review of related studies. The second section describes the framework of the theories for answering the research questions. The last section elaborates the hypothesis of the study.

A. Theoretical Review

In this section, there are three main points that are discussed; instructional design, reading skill, CALL theories, affective domain, and review of related studies.

1. Reading Skill

In the first subsection, three features are expanded; the nature of reading, reading comprehension skills, reading strategies, and teaching reading.

a. The nature of reading

Many experts define the meaning of reading in various ways. Reading is the practice to create meaning using text in which it develops the skills which integrates visual and non-visual information to link one idea to another (Johnson, 2008). Reading is also defined as extracting information from print (Smith, 2004). Alderson (2000) describes the definition in more complex way. Reading does not only decide what they mean but also how they relate to other. It means that when reading a text, the reader is also thinking about what it means, how it relates to

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other things he has read, to things he knows, to what he expects to come next in the text. From those definitions, thus, it is concluded that the definition of reading in this study is a developing skill to extract information, visually or non-visually, from a printed text including conveying or synthetizing the meaning of the text, relating the text with background knowledge and predicting what comes next in the text.

The practice of reading is associated with comprehension. Snow (2002) defines reading comprehension as “the process of simultaneously extracting and

constructing meaning through interaction and involvement with written

language”. Snow thought that the concept of comprehension conveys three

elements including reader who is doing comprehending, text which is to be comprehended andactivityin which comprehension is a part.

In addition, Alderson (2000: 48) believed that reader who is doing comprehending has not only knowledge but also abilities, abilities to learn knowledge and to process information. Alderson (2000: 7) also believed thattext which is to be comprehended consists of different level of understanding; literal

meaning of the text, inferred meanings, and reader’s critical evaluations of the

text.

To assess reading comprehension, Alderson (2000) promotes several strategies. Some assessment techniques for reading comprehension that were suitable to the Interactive PowerPoint Applications based on Alderson’s

techniques include cloze test and gap-filling tests, multiple choice techniques, matching techniques, ordering tasks, dichotomous items (True-false techniques).

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Cloze tests are typically a reading assessment strategy by deleting every n-th word in which the n is usually between 5 and 12 words. Alderson (2000) argues that since the cloze test technique is word-based, many reading skills may not be assessed by such deletions. However, to overcome such problem, Alderson offered another similar technique that enables the constructor to have control over the deleted words. It is gap filling tests. Gap filling tests are almost similar to cloze tests but in gap filling tests, the constructor uses some rational basis to decide which word to delete. Usually the constructor attempts to leave fewer than five or six words between the gaps.

Multiple choices are the second technique promoted by Alderson (2000). This technique is the common tool to measure students’ comprehension skills. The

advantages of this technique are in multiple choices the constructor has a control over the possible options (usually four options) to comprehension questions and

also control over students’ thought in the process of reading. However, the

disadvantages of multiple choices are the construction of the questions is difficult and time-consuming. Therefore, the constructor has to consider the very skilled multiple choices questions to measure reading comprehension. In addition, the weakness of this technique appears in which the constructor does not know the answers selected by the students are based on their own knowledge or prediction.

Matching is another alternative techniques promoted by Alderson (2000). One objective of this technique is multiple matching. In this technique, two sets of group of words or phrases or clauses are matched against each other, for example, matching headings over the paragraphs, matching title of books against extracts

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from each book. However, the concept of matching in Interactive PowerPoint Application in this study is matching certain words against its definition.

The fourth technique promoted by Alderson (2000) is ordering tasks. In ordering tasks, there were some categories that are put into correct order involving ordering words, sentences, paragraph or texts. The concept of ordering tasks in this study is that the students are given a scrambled set of words and they have to arrange then into a correct order. Although the technique seems attractive, it has disadvantage too. Some alternative orderings of the sentence that were proved acceptable, although the original sentence is only one order, can become a problem. Therefore, to overcome this problem, the Interactive PowerPoint Application uses answer key slide.

The last technique that is applicable in the Interactive PowerPoint Application is dichotomous items (True-False technique). In this technique, students are presented with a statement related to the reading text and they are instructed to determine whether it is True or False. The problem is that students have 50% probability to get the correct answer through guessing since the alternatives are only two.

Through the five techniques to assess reading comprehension, the researcher has to consider the reading strategies that are suitable to the assessment technique.

b. Reading Comprehension Skills

McNeil, Donant & Alkin (1980) considers reading comprehension skills as

“the ability to find the meaning what is read”. There are many reading skills that must be mastered by a reader. In this study, the researcher adapted some reading

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comprehension skills based on Evan & Spears (2010) including prediction, inferences, main idea and details, sequence, visual information, character and setting. All of the preceding reading comprehension skills are categorized into macro reading skills according to Brown (2004).

1) Prediction

According to Brown (2004) prediction is included in macro reading skill in which the students guess the meaning of words, idioms, etc. from context. Evan & Spears (2010) suggests that in prediction skill, students use their background knowledge and clues from the text to figure out what will happen next. In other words, to do prediction, students must use scanning strategy to identify the detail information that can be regarded as the clues. In addition, the rich background knowledge also determines the success of prediction skill.

The reading strategy that is suitable to promote prediction is making connection. The connection can be made to personal experiences or to things the students have ever seen or read (Evan & Spears, 2010).

2) Making Inferences

Making inferences is another reading skill that is categorized into macro reading skill according to Brown (2004). To infer context that is not explicit, students can use their background knowledge. This idea is supported by Evan & Spears (2010). Students use their background knowledge and clues from the text to infer information. The broader the background knowledge is, the easier the students making inferences. Therefore, the role of background knowledge is influencing the success of inferring information.

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The reading strategies that fit to making inferences are making connections and organization. The description of making connections has been explained in the previous section. In organization, Evan & Spears (2010) describes that students learn to find organizational pattern of the text.

3) Main idea and Details

The third reading comprehension skill is determining main idea and details from the text. Brown (2004) considers that detecting the main idea and its supporting idea is included into macroskills. Evan & Spears (2010) describes that to determine the main idea and details, students identify what a passage is mostly about and find important details that support the main idea. Skimming is the strategy that is effective for determining the main idea of the text.

The reading strategy that can promote determining main idea and details is monitoring comprehension. This strategy according to Evan &Spears (2010) enables the students to mind the reading process and notice when the focus is losing and when the comprehension is breaking down.

4) Sequence

Brown (2004) explains that from described events, students infer links and connections between events. This idea clarifies the concept of sequence skill. Evan & Spears (2004) justifies that to achieve sequence reading comprehension skill; students look for the order in which things happen or identify the steps in a process.

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The reading strategy that is suitable for sequence is visualization. Evan & Spears (2010) describes that in this strategy students make mental images of what they are learning.

5) Visual Information

Brown (2004) describes that another macro reading skill that can be achieved is detecting culturally specific references and interpreting them in a context of the appropriate cultural schemata. Such macroskill is suitable to describe the idea of visual information skill. In considering visual information, students study pictures, charts, graphs, and other forms of visual information (Evan & Spears, 2010).

The reading strategy that is suitable with the visual information is organization. The description of organization reading strategy is described in previous section.

6) Character and Setting

The last Brown’s (2004) macroskill that is employed in this study is detecting given information from described idea. This macroskill is matching too determine character and setting in the text. Evan & Spears (2010) describes that to achieve this skill, students identify who or what a story is about and where and when the story takes place. The strategy that students can do is scanning to get specific information such as names, dates, key words.

The reading strategy that is suitable to promote character and setting is monitoring the comprehension. The description of monitoring comprehension is described previously.

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c. Reading Strategies

Strategies, according to Wallace (2003), involve “ways of processing text which will vary the nature of the text, the reader’s purpose and the context situation.” In other ways, to comprehend a text, a reader must consider three aspects including the text, the reading purpose, and the context. There are many strategies that can be applied to accomplish reading comprehension. Evans & Spears (2010) promotes six reading strategies for teaching reading comprehension skill.

1) Monitor Comprehension

In this strategy, students learn to pay attention to their own reading process and notice when they are losing focus or when comprehension is breaking down. They then can employ another strategy to help them overcome their difficulty (Evan & Spears, 2010). Zwiers (2010) describes the basic elements of comprehension monitoring include establishing reading purpose, combining new information with previously stored information in the brain, realizing the current reading part clashes with the evolving main idea or expectation, controlling attention, commitment, attitudes, and motivation during learning, and using fix-up strategies when comprehension breaks down.

Fix-up strategies include rereading the text, reading further to see if things clear up, sounding out words, adjusting reading rate (slowing down or speeding up), noticing extra clues such as text structure, pictures, introductions, back cover, questions, and so on, asking for help and using additional resources such as dictionary.

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2) Making connections

Make connections to the text support the students to construct their comprehension. Zwier (2010) considers some strategies to make connections. First, connections can be made to the related background knowledge culturally, experientially and cognitively such as personal experiences or things the students have seen or read. Second, students can also modify the background knowledge to create new pattern of information. Third, students combine the previous experience with the text description to create useful pictures in mind.

3) Visualization

Students make mental images of what they are reading. They visualize the reading text by making pictures or film in their mind. They learn to look for vivid language, including concrete nouns, active verbs, and strong adjectives.

4) Organization

Students learn to find the organizational pattern of a text. This strategy helps

them to focus on the author’s central message or important ideas. In addition, students are able to anticipate what they are reading without overlapping.

5) Determining Important Information

Students learn to categorize information based on whether or not it supports

an author’s central message or is important for specific purpose. Zwier (2010) claims that finding the main idea is the most vital type of thinking reads can do to comprehend a text. Main idea is defined as the important information in the text involving topic, description of the topic, and the text’s purpose.

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6) Ask Question

Students learn to ask questions before reading to set a purpose for reading, during reading to identify when their comprehension breaks down, and after reading as a way to check their understanding of a passage. Zwier (2010) believes that this strategy is effective to make the reader interact with the text by generating relevant implicit and explicit questions.

d. Teaching reading

Teaching reading needs a systematic preparation before it gets started. The very first step, teacher must understand the goal of teaching reading. There are two elements that play an important role in the goal of teaching reading namely, affective domain and cognitive domain (Sadoski, 2004). Two goals in affective domain need to be addressed in teaching reading; attitude and interest. Attitude, in

this term, conveys the reader’s perceptions and dispositions toward the future

performance. Positive attitude toward reading activities is important to build in order for supporting the success of reading comprehension.

In pursuing success reading skill it is not enough for readers to build positive attitude only. They need to find interest as well personally. In addition, two goals in cognitive domain cover the practical aspects of reading and the development of the mental skills that allow us to continue to mature as readers for the rest of our lives. Based on Bloom’s taxonomy, cognitive domain is domain of learning that

engages the intellect to understand and apply concept. The need to understand is believed as one of several motives to read according to McNeil, Donant and Alkin (1980). McNeil et. al. generate several reasons why people want to read. Those

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reasons that encourage this study are to engage in intellectual study and to seek knowledge for pleasure of knowing.

After considering the goal of teaching reading, it is better to find out the teaching approach. It is important for teacher to think about the teaching approach carefully. Brown (2007: 358) elaborates various approaches to teaching reading skills. However, not all of those teaching approaches are applied in this study. Only some approaches of teaching reading that are suitable for foreign language students are applied. Those teaching approaches are top-down processing, schema theory and background knowledge, fluency, and focus on vocabulary.

Top-down processing is an approach in which the reader draws his own intelligence and experience to understand text (Brown, 2007). This approach involves a risk in which guessing techniques is implemented. Several activities that involve guessing techniques are puzzle-solving process and infer meanings.

Schema theory and background knowledge according to Brown (2007) are related to some aspect including how readers construct meaning, how they decide

what to hold on to and having made that decision, how they infer writer’s

message. To understand reading text, readers have to involve two categories of schemata: content and formal schemata. Content schemata consist of what we know about people, the world, culture, and universe, while formal schemata includereaders’knowledge about language and discourse structure.

Fluency in reading according to Brown (2007) has been a concern in some studies. To increase fluency many activities that can be implemented are skimming, scanning, predicting, and identifying main ideas.

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The role of vocabulary knowledge on the acquisition of reading skill is important. Certain principle that supports to increase vocabulary knowledge in learning reading skill in this study is helping the students to learn vocabulary in context. Annotation can be one of many activities to learn vocabulary in context.

Moreover, since this study integrated technology with the classroom activities and additional teaching approach is combined, i.e. technological approach described by McNeil, Donant, &Alkin (1980). Technological approach is seen in skill management reading systems and programmed instruction. Therefore the role of the teacher in the class is as a manager. The tasks of a teacher-manager include administering and interpreting tests, placing pupils according to self-instructional materials, supervising pupils at work, and recording individual progress.

2. Junior High School

This section consists of three parts including characteristics of Junior High School students, Curriculum 2013 in Junior High School and Reading in Junior High School.

a. Characteristics of Junior High School Students

To design good learning media that fulfill students’ need, it is important to

understand the characteristics of the students first. This study uses Junior High School students as the participants. According to Indonesian Education Act 2003 article 17, Junior High School is categorized into basic education which becomes the foundation of secondary education. It lasts three years and is included into compulsory nine-year basic education program. The age range of student in Junior

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High School is from 13-15 years old. All ninth grade students are obligated to sit national examination and will be awarded the certificate if successful. With the certificate, the basic education graduates can continue to the secondary school consisting of senior general secondary or senior technical and vocational secondary school offering a three-year program.

Mostly, the age of Junior High School students in grade 7 is 13 years old. It is considered as adolescence learner. According to Piaget as cited in Brown (2007: 65) students in age 13 are included in formal operational stage. In this stage, Piaget explained that students are capable of abstraction of formal thinking which goes beyond concrete experience and direct perception. Montesorri as cited in Henninger (2009) identified that student in age 12 to 18 have the ability to explore areas of special interest in more depth. Generally, students in grade 7 are able to think abstractly and explore their interest deeply.

b. Curriculum in Junior High School

The educational process of Junior High School in Indonesia is conducted based on curriculum. The development of curriculum is pointed to pursue national education goals derived from national education standard. The objective of

national education develops “education based on Pancasila and the 1945 Constitution, and is rooted in the religious values, national cultures of Indonesia, and one that is responsive to the needs of the ever-changing era” (National

Education Law 2003).

The curriculum in Indonesia has been reformed for several times. The latest curriculum that is implemented at school is 2013 Curriculum. At least, there are

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ten subject matters included in the curriculum for basic education (primary and junior high school). They arePancasila education, religion, Indonesian language, Mathematics, Sciences, Social Sciences, Handicraft and arts, Health and sport, English language, Local content.

c. Reading in Junior High School

The focus of English for Junior High school in 2013 Curriculum is to communicate in English related to daily life. They are able to understand the factual, conceptual and procedural knowledge according to phenomenon and event surrounding them. For reading skill especially, students are able to understand social function, text structure and language features in each topic they are learning.

3. Theory of Perception

To know whether student like or dislike certain teaching method, for example

using Interactive PowerPoint Application in developing students’ reading

comprehension skill, it is important to check their perception. This part discusses the definition and the component of perception. According to Piaget (2001: 59)

perceptions is defined as “the knowledge we have of objects or of their movements by direct and immediate contact”. Noë (2004: 1) supports Piaget idea about perception in which perception is available through physical movement and interaction. To perceive means to understand, implicitly, the effects of movement on sensory stimulation. Based on the definitions according to the experts, it is concluded that perception includes objects or movements, interaction or direct contact and human body sensory.

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Merleau-Ponty (1962) states that perception awakens attention and judgment. To discover the construction of perception by reflection, it will be better observed by not only explaining the attention but also examining the judgment.

Attention, according to Merleau-Ponty (1962), is known as ‘a general and

unconditioned power in the sense at any moment can be applied indifferently to any content of consciousness. Attention presupposes a transformation of the mental field, a new way for consciousness to be present to its object. Judgment,

on the other hand, is seen as ‘the taking of a stand, as an effort to know something…’ (Merleau-Ponty 1962:34).

To support Merleau-Ponty’s definition of attention, Vernon (1971) related the notion of attention with motivation.

When we wish to perceive something clearly and correctly we concentrate our attention upon it. On the other hand if we idly contemplating the scene of view, with no great of desire to perceive anything in particular, we may notice very little and overlook many things around us because we are not attending (Vernon 1971:147).

Vernon’s statement about perception and attention is almost similar with

Marleau-Ponty’s in which perception awakens attention. If we want to get clear and correct attention, it requires great attention. However, attention and motivation according to Vernon is closely related. The degree of attention

depends upon the physiological ‘arousal’ of the brain. General arousal increases in states of motivation and emotion and decreases with boredom and lack of interest (Vernon, 1971). Therefore, to make the students pay great attention to Interactive PowerPoint, it important to increase their motivation by designing interesting learning media.

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4. Interactive PowerPoint

In this section, there are two points that are elaborated, Computer Assisted Language Learning (CALL) theories, component of Interactive PowerPoint, Interactive PowerPoint Application.

a. Computer Assisted Language Learning (CALL) Theories

CALL was firstly implemented in the 1960s. Levy (1997) defines CALL as

“the search for and study of applications of computer in language teaching and learning”. For decades, many projects have been created to get variant qualities of CALL.

To design a qualified learning model involving CALL, there are eight conditions that support optimal CALL environment according to Egbert, Chao, and Hanson-Smith as cited in Egbert & Hanson Smith (1999). These eight conditions are considered as pedagogical aspects for the learning media in this study. They are: (1) learners have opportunities to interact and negotiate meaning, (2) learners interact in the target language with an authentic audience, (3) learners are involved in authentic tasks, (4) learners are exposed to and encouraged to produce varied and creative language, (5) learners have enough time and feedback, (6) learners are guided to attend mindfully to the learning process, (7) learners work in an atmosphere with an ideal stress/anxiety level, (8) learner autonomy is supported.

First, learners have opportunities to interact and negotiate meaning. Interaction and negotiation of meaning can be obviously measured through the implementation of individual assignments in the classroom activities (Egbert as

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cited un Egbert & Hanson Smith 1999). The teacher’s role, in this case, is to

observe each student’s contribution during the authentic task and interaction with

authentic audience, thus, the learning goal can be achieved.

Second, learners interact in the target language with an authentic audience. Authentic audience is an audience that is concerned exclusively with the meaning

of the speaker’s message rather than the form of the message. Speaker’s message

is considered as an input. Input can be defined as all the target language that the learner is exposed to and that potentially provides the learner with knowledge about the target language.

Third, learners are involved in authentic tasks. Authentic task is the most useful and interesting task to be those whose goals require communication in the target language (Chapelle as cited in Egbert & Hanson-Smith 1999, 101). Authentic task involves cognitive domain challenging in the complicated real-world task that must be performed. Egbert & Hanson-Smith (2007, 6) describe the idea of cognitive demand in the learning process as, for example, learners not only simply to learn about English but rather to use English in the ways native speakers normally are. In this way, the role of task is important to influence the learners to function their current proficiency level in authentic communication.

Fourth, learners are exposed to and encouraged to produce varied and creative language. An authentic task may not sufficient for language acquisition if the goal is to achieve varied and creative language. It requires diversity of tasks with a variety source of language input. Learners also strike between receptive and productive language skills and the tasks involve multiple learning styles and

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preferences among learners. A thoughtful and well-informed task design may

influence learners’ creative thinking and awaken their creative linguistic potential

(Huh, as edited in Egbert and Hanson-Smith 2007, 221). Therefore the authentic tasks that were given to the students may be designed well involving receptive and

productive language skills to influence students’ creative thinking and awaken

their linguistic potential.

Fifth, learners have enough time and feedback. Learners require time and

feedback sufficiently. It is realized that there are individual diversities in learners’

ability, motivation and other factors demanding much time and feedback. Therefore, flexibility of time and feedback must be put up in the task.

Sixth, learners are guided to attend mindfully to the learning process. All of those five conditions before are not adequate to address a mindfully learning process. To address learning process mindfully a certain degree of metacognitive guidance is needed. This metacognitive guidance may facilitate learning and promote cognitive engagement. Through metacognitive strategies, the learning outcomes in which learners are encouraged to be aware of their language use and learning may be achieved.

Seventh, learners work in an atmosphere with an ideal stress/anxiety level. The atmosphere with an ideal stress/anxiety level must be initially experiences before the learners are mindfully engaged. This atmosphere can be developed through implementing a learner-centered learning in which learners can control their own learning.

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Eight, learner autonomy is supported. Learner autonomy is promoted in

recent classroom activities because it supports learners’ confidence and skills to

learn autonomously, whether it is to design or to coordinate tasks in a variety contexts. Learners have control over their learning process although it is not absolute. Teacher still has a role to determine boundaries thus learners can work out meaningful problems or tasks in that area.

After considering the pedagogical aspects, it is important to design a learning media with thoughtful tasks in order to be a comprehensible input for students. Multimedia in CALL environment can be a good input for learners in developing their language acquisition, especially their fluency and accuracy. Hanson-Smith (1999) explains that this input can be in a form of written texts enhanced by pictures, graphics, animations, video, and sound as well as hyperlinks to other explanatory texts. The focus of this input counts for many language skills containing listening and vocabulary, discourse, reading holistically, and reading in context, while the focus on output results on speaking and interaction, and writing as interaction.

There are many advantages of the computer over written texts. Firstly, the

computer’s sound capability to read the text aloud, often while highlighting

individual words or sentences. Secondly, the need to scroll rather than turn pages,

which can slow down reading for meaning, can operate to the learner’s advantage.

Thirdly, hypertext or hypermedia links allow instantaneous glosses in the form of pictures, animations, video, and related reading material (Hanson-Smith 1999, 200-202).The computer program that is suitable with hyperlink and glosses is

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called PowerPoint. Added by interactivity to the users, this program becomes Interactive PowerPoint.

b. Component of Interactive PowerPoint

Interactivity can be defined in many concepts by the experts. Interactivity according to Marcovitz (2004) is very important to be included in multimedia since it enables the students to learn by increasing motivation, by giving them control over learning, and by reaching them through different senses. Johnson as cited in Domagk, Schwartz & Plass (2010) considered that interactivity requires two basic conditions: (a) an interaction occurs between at least two participants, (b) Reciprocity must be included in the actions of these participants. Reciprocity is known as the action of one party triggers responses to the other leading in turn to changes in the first. Regarding with Johnson’s concept of interactivity,

Domagk, Schwartz & Plass (2010) conceptualized the definition of interactivity as follow.

Interactivity in the context of computer-based multimedia learning is reciprocal activity between a learner and a multimedia learning system, in which the [re]action of the learner is dependent upon the action of the system and vice versa (Domagk, Schwartz & Plass, 2010).

Based on the definition of interactivity according to several experts, the concept of interactivity in this study is defined as the interaction between two participants, a learner and a designed learning model in which it requires reciprocal activity. Learner has control over the learning media and the action of controlling the learning media is influenced by the action of learning media and vice versa.

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In designing learning model, Marcovitz (2004) suggests many ways to realize. The simplest way is linear which enables the user to move from one slide to the next slide. However, by applying hypermedia in the project, it allows the users to go from one slide to another slide that the user wants; even the user can skip the topic.

Some technological components that are involved in Interactive PowerPoint Application consist of pictures, hypertext links, action buttons, Kiosk mode, macros, and saving as PowerPoint Show. Marcovitz (2004) claims that not all types of pictures are recognized by PowerPoint. The following are such pictures recognized by PowerPoint; Graphic Interchange Format (.gif), Joint Photographic Experts Group (.jpg), Tag Image File Format (.tif or .tiff), and Bitmap (.bmp).

Hyperlink allows the users to jump from one slide to other files including World Wide Web by clicking the button or highlighted text, and PowerPoint provides this capability. The highlighted text should be underlined and change color. The benefit of employing hypertext in PowerPoint presentation is enabling the users to find out the clearer explanation of difficult topic, for example, since according to Chapelle (2003: 27) the hyperlink is not limited to text only but it can connected to an image, audio, or video file.

Action Button is another technological component included in the Interactive PowerPoint. Action Button allows the users to click on a button while the learning model designer does not want the users to click on the text to follow the

hyperlink. There are various icons with different purposes included in the “Action Button” provided by PowerPoint (Marcovitz, 2004: 25). Those icons are linked

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automatically to the other slides such as “Previous Slide”, “Next Slide”, “Beginning”, “End”, “Home”, “Information”, “Return”, “Movie”, “Document”, “Sound”, “Help”, and “Custom”.

To control the navigation of the users in order not to go anywhere, unspecified slides, you can use such technological component provided in PowerPoint. It is called Kiosk Mode. According to Marcovitz (2004: 29) Kiosk Mode does not allow the users to mess up your careful planned choices that must be followed by the users since there are many ways in PowerPoint to move to the next slide by clicking a mouse click, the space bar, the right arrow, and the Page Down.

To protect the PowerPoint file from computer viruses and worms that destroys files, it would be better to create virus protection from PowerPoint’s

macro protection (Marcovitz (2004: 37). After the PowerPoint presentation is finished the last thing to do is to save the file in various saving mode. If you want your PowerPoint file becomes editable you can save the file in “PowerPoint

Macro-Enable Presentation” by clicking the office button, choose “Save As” menu and click the triangle at the “Save as type”, scroll down and choose “PowerPoint Macro-Enable Presentation” then click “OK”. However, if the designers do not want the users of your PowerPoint file to edit it, just choose

“PowerPoint Macro-Enable Show” at the “Save as type”. All the file type will be

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The technological components such as pictures, hypertext links, action buttons, Kiosk mode, macros, and saving as PowerPoint Show are applied in the Interactive PowerPoint Application.

c. Interactive PowerPoint Application (1PA)

The Interactive PowerPoint Application (IPA) that was utilized in this study was designed by Dwijatmoko (2015, in print). The researcher adjusted the application with the suitable contents for teaching reading in Junior High School. What was designed by the researcher in this study was the content material applied in the Interactive PowerPoint Application. There are five activities that can be done with IPA. They are Multiple Choices (MC), True False (TF), Cloze Text (CT), Scrambled Sentence (SS), and Matching (M).

In each designed learning model, there are certain parts that must be considered; home slide, instruction slide, and certificate slide.

• Home slide

To access the Interactive PowerPoint Application (IPA), the user firstly signs in by typing the username. The user can access this at the first slide of the IPA. Once the user click “START” button, the dialog box asking the user name

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Figure 2.1 Home slide of Interactive PowerPoint Application

• Instruction slide

After signing in by typing the username, the next slide that appears is instruction slide. In this slide, some steps to operate the program are provided. The user must read carefully each instruction provided there.

Figure 2.2 Instruction slide of Interactive PowerPoint Application

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This slide appears at the end of the slideshow. In this slide, the result of the

user’s exercise is accumulated. Some options are provided there such as “certificate”, “print”, “e-mail”, and “quit”.

 _{“Certificate” provides the result score of the exercise.}  _{“Print” is an option for the user to print the cer}_tificate.

 _“e_-_{mail” is an option for the user to send the result score to another e}_-mail address.

 _{“quit” is an option to quit from the slideshow.}

Figure 2.3 Certificate slide of Interactive PowerPoint Application

Those three slides are always included in each exercise in the IPA. The following are some exercises that applicable in the IPA:

1) Interactive PowerPoint Application for Multiple Choice (IPA-MC) Nation (2009) states multiple-choice questions can focus on details (microstructure) and on more general aspects (macrostructure) of the text,

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although some researchers have found difficulty in using multiple-choice to measure global comprehension. Multiple-choice tests only involve reading and so the measurement is less likely to be affected by writing skill than it is in a short answer test.

In the IPA-MC, each slide consists of one question. The question slide is linked to the reading slide and vice versa. This hyperlink enables the user to find the answer from the text easily.

Figure 2.4 Reading Text Slide in the IPA-MC

The reading passage in the IPA-MC is limited to two or three paragraphs. It will not be effective if the reading passage is too long because it will reduce the font size of the reading passage. If the font size is too small, it will complicate the user when reading the passage. Therefore, a designer must consider the length of the reading passage before it is used in the PowerPoint slide.

The numbers in the reading slide is hyperlinked to the question slide. This hyperlink can be adjusted into some questions depend the designer want. The

Hyperlinked to the questions slide

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background of the slide can also be changed easily into other PowerPoint background as the designer wish.

Figure 2.5 Question Slide of IPA-MC

To edit the template in this slide, the designer has to click “developer” on the

toolbar, choose “macros”, and there will be some words listed in the dialog box. Choose “ShowItAll” then the displaywill be appear as in figure 2.5.

In the question slide, it consists of several components such as question number, read the text button, question, alternatives, feedback box, answer key box, score, time, clue box, confirmation button, and navigation button.

• Question numbershows what number of the question is.

• Read the text buttonis hyperlinked to the reading passage slide.

• Questionshows the comprehension question related to the text. Read the text button

Question number

Questio n

Alternative s

Navigation button

Confirmation button

Clue box feedback box

Answer key box time score

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• Alternatives are the options of the answer. They are hyperlinked to the feedback box.

• Feedback box consists of two feedbacks; correct and incorrect. If the user clicks the wrong answer, the feedback box will show “sorry you’re incorrect”. If the user chooses the right answer, the feedback box will show “excellent you’re correct”.

• Answer key box is responsible for the correct answer. For example, if the correct answer is C, type the letter C on the keyword box. It will automatically proceed to the other alternatives (A, B, and D) as incorrect answer.

• Score shows the result that the user get. The designer can adjust it as he or she wishes. For correct answer it equals with 1 point, for incorrect answer the total score will be reduced with 0.2 point for instance.

• Countdown Timer showshow long the user answers the question. This will help the user to speed up their reading rate.

• Clue boxis effective for helping the user to choose the correct answer. When they click the alternative before they click confirmation button, the clue will appear automatically. This helps the user to consider whether the chosen answer is correct or incorrect.

• Confirmation button is responsible to execute the user’s chosen answer. The user can still change their chosen answer before they click the confirmation button.

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• Navigation buttonhelps the user to move to the preceding slide or the next slide.

2) Interactive PowerPoint Application for True False (IPA-TF)

True false was a reading activity that can be applied in to measure comprehension. Interactive PowerPoint Application provided this type of reading activity that was called Interactive PowerPoint for True False (IPA-TF).

Figure 2.6 Question Slide of IPA-TF

In the statement slide, it consists of several components such as score, number of the statements, statements, true-false buttons, submit button, read the text button and navigation button.

• Scoreshows the result of the correct answer.

• Number of statementshows the number of the statements.

• Statements deal with the text that is hyperlinked to the statement slide. The user is expected to determine whether it is true or false.

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• True-false buttonis functioned as the options to respond the statements.

• Submit buttonis functioned as the execution of all answered that are chosen.

• Read the text buttonis hyperlinked to the reading text.

• Navigation buttonhelps the user to move to the other slides.

All of the PowerPoint components for were contributing to the IPA. After setting up the components for the questions slide, it is time to set the answer key. To set the answer key for true IPA-TF the researcher wrote down the letter T for True answer and F for False answer. Those two letters were typed next to the number. The following figure was the example of the answer key of IPA-TF.

Figure 2.7Answer Key Slide of IPA-TF

The answer key slide is responsible for the correct answers. This slide helps the designer to decide the score that will be reached by the user. For example if statement number 1 is supposed to be TRUE, but the user click FALSE (F) button, then the score will be decreased. What the designer needs to do is writing down

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all the correct answer in this slide with format number and T or F without space between the number and the capital letter. Afterward, click “slide show” button and choose “encrypt” button. Finally, press the escape button to end the show. If

the designer wants to edit the answer key, click the “slide show” button, choose

decrypt and press“esc” button.Do not forget to encrypt them again. 3) Interactive PowerPoint Application for Cloze Text (IPA-CT)

Close text was another reading activity that was suitable to measure students’

comprehension and enrich vocabulary. The third Interactive PowerPoint application that was offered was Interactive PowerPoint for Cloze Text (IPA-CT).

Figure 2.8 Answer Key Slide of IPA-CT

In figure 2.8, the answer key of the close text was written in paragraphs. One paragraph stands for one slide. The paragraphs are written completely in the slide. The words that are chosen for the answers are written in the brackets: [ ]. After that they are encrypted into another code. Due to the texts are encrypted, the close

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outcome orally assessment

Self-assessment and

Peer-assessment

Techniques: Diary, journal. Particular format, comment, or other assessment techniques.

1.1 Being grateful of the opportunity to learn English as the medium language in international communication that is presented in enthusiasm of learning.

2.3 Expressing responsibility, caring attitude, cooperation, and peace loving, in

Oral and written decriptive text about people,

animals, and things.

Social function

Encouraging, instruducing, identifying, complimenting, criticizing, etc.

Text structure (1) Mentioning

Observing

• Students read/listen to/watch various

descriptive texts by saying and asking about the short and simple description of people, animals, and things.

• Students recognize the social fuction, text structure, language elements and format of presenting/writing descriptive texts.

ASSESSMENT CRITERIA: • Level of

achievement of the social function of the text.

• The level of completeness and

appropriatene ss of

descriptive text

6 x 4 hours

• Teachers’ model of expression and action uses transactional and fuctional communicatio n correctly, appropriately, and

accordingly.

• Learning model in records such as

(2)

conducting fuctional communication. 3.9 Understanding the social function, text structure and language elements from the short and simple

descriptive text by saying and asking the description of people, animal, and things according to the context

4.12 Conveying the meaning of short, simple, oral, and written descriptive text. 4.13 Arranging short, simple, oral, and written descriptive text people’s name, animals and things and their (body)parts that are chosen to be described. (2) Mentioning the

characteristics of people, animal, and things ans their (body)parts, and (3) Mentioning

activities of and related with people, animals, and things that are in

accordance with social function that is going to be reached. Length of the text: about 3 (three) sentences.

Language elements

• Students learn to read fast to get the general description of texts

(skimming) and decide the right pause to read

meaningfully.

Questioning

• Through the teacher’s guidance and direction, students question the difference of various descriptive texts in English, the difference of various descriptive texts in Indonesian, and the probability using other expression, etc.

• Students question the way to find out the main idea, certain information, detail information and

conclusion in descriptive text.

• The

appropriatene ss level of language elements: grammar, vocabulary, pronunciation , word stressing, intonation • The correctness level of writing/addre ssing format. ASSESSMENT METHOD: PERFORMANCE (Practical work) • Doing monolog

describing people, animal, and things in front of the

CD/VCD/DVD /cassette

• Written interaction model

• Written text model

• Texts or exercises from English textbook

• Text from non-textbook •Internet sources such as: - www.dailyen glish.com - http://ameri canenglish.st ate.gov/files /ae/resource _files - http://learn english.britis

(3)

about people, animal, and thing by

considering the correct social function, text structure, and language elements and suitable context

(1) Mentioning the singular nound withaandthe, and the plural nouns with (-s). (2) Subject

pronounsit, they, she, we, etc.;and possessive adjectivesour, my, your, their, etc.

(3) Common adjectives, young, old, clever, big, small, easy, difficult, dilligent, tired, tall, short, beautiful, and so on.

(4) Verbs expressing situation and actions and daily routines in

Exploring

• Students read/listen to some descriptive texts from various sources.

• Students read the descriptive text to peers using correct language elements.

• Students practice to find out the main idea, certain information and the meaning of the word in the descriptive text

• In a group, students write the descriptive text about people, animals, and things related to the other subject matters in grade VII by considering the

class in pairs

• The

appropriatenes s and

conformity in using test structure and language elements in writing

descriptive text

observasion:

Assessment to give feedback. Objective assessment:

• The attitude of responsibility, caring,

cooperation and peace loving.

• The

appropriatenes s and

conformity in

hcouncil.org /en/

(4)

simple present tense:be, have, go, play,get, take,and so on. (5) Spelling and

clearn and neat printed writing and

handwriting. (6) Pronunciation,

word stressing, intonation, when presenting orally. Topic

People, animals, things around and relevant with students’ life, by giving model of the discipline, honest, caring, healthy life, and envionmentaly friendly attitude.

social function, structure, and language elements.

Associating

• In pairs, students mutually analize the written descriptive texts focusing of the social function, structure, and language elements.

• Students attempt feedback from teacher and peers about the analysis result presented in group work.

Communicating • Students write

description of their peers and present it in front of the class.

• Students write learning journal.

writing descriptive text.

• The students’ enthusiasm in the learning process in each step.

• The

appropriatenes s and

conformity in using reading strategies.

Portfolio • Collection of

students’ learning progress or monolog record about descriptive text.

• Collection of students’ work

(5)

supporting the writing

process of descriptive text such as draft, revision, editing until the best one to be published.

• Collection of students’ result test and exercises.

• Record or notes about self-evaluation and peer evaluation such as comment, or other

assessment techniques.

Self-assessment and

Peer-assessment

(6)

Diary, journal. particular format, comment, or other assessment techniques.

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